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Perceived Value of Educational Hypermedia: An Exploratory Study
ARTICLE

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American Journal of Business Education Volume 3, Number 8, ISSN 1942-2504

Abstract

This paper explores the idea of perceived value of educational hypermedia by extending prior research in advertising and information systems. It proposes that the value of a course support site comes from both its information content and users' experience when they visit the site. The cognitive antecedents of a site's perceived value include perceived informativeness, perceived entertainment and perceived irritation. Through a field study using a course companion site and the subsequent data analysis via structural equation modeling (SEM), this study confirms that learners appreciate informative content in an entertaining format in accessing Internet-based course support. Findings of this study will help researchers and educators better understand the cognitive dimensions that enhance the perceived value of a learning technology.

Citation

Gao, Y. & Wu, X. (2010). Perceived Value of Educational Hypermedia: An Exploratory Study. American Journal of Business Education, 3(8), 13-20. Retrieved November 14, 2019 from .

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